Accommodating Students with Learning Problems in the General Classroom Accommodations Involving Materials
Use of audio recording- excellent aid in over coming reading disabilities Clarify or simplify written directions- highlight or underline specific parts of directions so they aren’t so overwhelming to students.
Present small amount of work- teacher can give students work one page at a time. This will prevent the student from looking at the whole workbook or text at one time and getting overwhelmed.
Block out extraneous stimuli- Using windows to display only what is needed or using blank sheets to cover problems the student is working on helps the student from becoming distracted.
Highlight essential information- for students who can read, but have a hard time finding the important information- the teacher can high light important text.
Locate place in consumable material- when a work book or other homework is completed, the student cuts a diagonal corner so the teacher knows where to pick up for the next time.
Provide additional practice activities- these include instructional games, peer teaching activities, self correcting materials and computer software.
Provide glossary in content areas- for use of the specific language in the content area.
Develop reading guides- provides the student with a road map of what is written and features questions to him focus on relevant content.
Accommodation Involving Interactive Instructions
Use explicit teaching procedures- helps teachers include explicit teaching steps within their lessons before, during and after.
Repeat directions- Have students repeat directions in their own words.
Maintain daily routines- students with learning problems need the structure of daily routines to know what to do and what is expected.
Provide copy of lecture notes- teacher can give students who have a hard time taking notes during a presentation a copy of the notes.
Provide students with a graphic organizer- an outline, chart or graph can be given to students to fill in during presentations.
Use step-by-step instruction- new or difficult steps can be presented in small, sequential steps.
Combine verbal and visual information- verbal information can be combined with a handout.
Write key points or words on the chalkboard- prior to a presentation the teacher can write new vocabulary words on the board or overhead.
Use balanced presentations and activities- an effort should be made to balance oral presentations with visual information and participatory activities. Also a variation between large and small group and individual work.
Use mnemonic instruction- helps students to remember new information or steps in learning a new strategy.
In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings. Emphasize daily review- daily reviews of previous learning or lessons can help students connect new information with prior knowledge. Accommodations Involving Student Performance
Change response mode- for students who have a difficulty in fine motor responses- response mode can be changed to underlining, selecting from multiple choices, sorting or marking.
Provide an outline of the lecture- enables the students to follow the lesson successfully and make appropriate notes.
Encourage use of graphic organizers- involves organizing material into visual format.
Place students close to the teacher- student with attention problems can be seated next to the teacher, chalk board or work area- away from distractions.
Encourage use of assignment books or calendars- used for recorded assignment due dates, list school related activities, record test dates and timelines for assignments.
Reduce copying activities- this can be minimized by including information or activity on handouts or worksheets.
Have students turn lined paper vertically for math- helps students to keep numbers in appropriate columns while computing math problems.
Use cues to denote important items- using asterisks or bullets to mark problems that count heavily in grading. Helps students to spend time appropriately during tests.
Design hierarchical worksheets- teacher can design worksheets with problems arranged from easiest to hardest.
Allow use of instructional aids- students can be provided with letter and number strips to help them write correctly.
Display work samples- samples of completed assignments can be displayed to help students realize expectations and plan accordingly.
Use peer-mediated learning- teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, read directions or word problems.
Encourage note sharing- have students share their notes with others that were gone or with learning problems. That way those behind can focus on their presentations.
Use flexible work times- students who work slowly can be given more time to complete projects.
Provide additional practice- many students with learning problems need more practice to master a skill. Use assignment substitutions or adjustments. – Students can be allowed to complete projects intead of oral reports or vice-versa.
Worksheet Modifications
SLANT mnemonic is useful:
n S—Sit up straight.
n L—Lean forward in your desk.
n A—Act interested.
n N—Nod occasionally to signal understanding.
n T—Track the teacher with your eyes.
Accommodating Students with Learning Problems in the General Classroom Accommodations Involving Materials
Use of audio recording- excellent aid in over coming reading disabilitiesClarify or simplify written directions- highlight or underline specific parts of directions so they aren’t so overwhelming to students.
Present small amount of work- teacher can give students work one page at a time. This will prevent the student from looking at the whole workbook or text at one time and getting overwhelmed.
Block out extraneous stimuli- Using windows to display only what is needed or using blank sheets to cover problems the student is working on helps the student from becoming distracted.
Highlight essential information- for students who can read, but have a hard time finding the important information- the teacher can high light important text.
Locate place in consumable material- when a work book or other homework is completed, the student cuts a diagonal corner so the teacher knows where to pick up for the next time.
Provide additional practice activities- these include instructional games, peer teaching activities, self correcting materials and computer software.
Provide glossary in content areas- for use of the specific language in the content area.
Develop reading guides- provides the student with a road map of what is written and features questions to him focus on relevant content.
Accommodation Involving Interactive Instructions
Use explicit teaching procedures- helps teachers include explicit teaching steps within their lessons before, during and after.
Repeat directions- Have students repeat directions in their own words.
Maintain daily routines- students with learning problems need the structure of daily routines to know what to do and what is expected.Provide copy of lecture notes- teacher can give students who have a hard time taking notes during a presentation a copy of the notes.
Provide students with a graphic organizer- an outline, chart or graph can be given to students to fill in during presentations.
Use step-by-step instruction- new or difficult steps can be presented in small, sequential steps.
Combine verbal and visual information- verbal information can be combined with a handout.
Write key points or words on the chalkboard- prior to a presentation the teacher can write new vocabulary words on the board or overhead.
Use balanced presentations and activities- an effort should be made to balance oral presentations with visual information and participatory activities. Also a variation between large and small group and individual work.
Use mnemonic instruction- helps students to remember new information or steps in learning a new strategy.
In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings.
Emphasize daily review- daily reviews of previous learning or lessons can help students connect new information with prior knowledge.
Accommodations Involving Student Performance
Change response mode- for students who have a difficulty in fine motor responses- response mode can be changed to underlining, selecting from multiple choices, sorting or marking.
Provide an outline of the lecture- enables the students to follow the lesson successfully and make appropriate notes.
Encourage use of graphic organizers- involves organizing material into visual format.
Place students close to the teacher- student with attention problems can be seated next to the teacher, chalk board or work area- away from distractions.
Encourage use of assignment books or calendars- used for recorded assignment due dates, list school related activities, record test dates and timelines for assignments.
Reduce copying activities- this can be minimized by including information or activity on handouts or worksheets.
Have students turn lined paper vertically for math- helps students to keep numbers in appropriate columns while computing math problems.
Use cues to denote important items- using asterisks or bullets to mark problems that count heavily in grading. Helps students to spend time appropriately during tests.
Design hierarchical worksheets- teacher can design worksheets with problems arranged from easiest to hardest.
Allow use of instructional aids- students can be provided with letter and number strips to help them write correctly.
Display work samples- samples of completed assignments can be displayed to help students realize expectations and plan accordingly.
Use peer-mediated learning- teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, read directions or word problems.
Encourage note sharing- have students share their notes with others that were gone or with learning problems. That way those behind can focus on their presentations.
Use flexible work times- students who work slowly can be given more time to complete projects.
Provide additional practice- many students with learning problems need more practice to master a skill.
Use assignment substitutions or adjustments. – Students can be allowed to complete projects intead of oral reports or vice-versa.